Mrs Lipman has no intention of taking Mr Galtons advice about the barrage of

Mrs lipman has no intention of taking mr galtons

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Mrs Lipman has no intention of taking Mr Galton’s advice about the barrage of tests on day one, nor does she agree with his philosophy of establishing ‘who’s boss’! She is looking forward for the first time in her teaching career to having her own class for the whole year, and she wants to establish a community of learners where each child feels a sense of belonging. With this in mind, she starts to think of what she might do in the first week to get to know her students and establish a positive learning environment in her classroom. Case study notes : 4. What new understanding do you have about Mrs Lipman? 5. Mrs Lipman has studied Gifted Education at GG University. Knowing some of the readings she might have studied and the sorts of ideas she might have discussed, speculate as to her philosophy & beliefs about gifted children and their education. What readings & ideas might she have used to inform her philosophy? 6. With her affective objectives in mind, what might Mrs Lipman do on the first day? 7. How would she explain to Mr Galton why she would not set tests on day 1? 8. What other information might help Mrs Lipman to plan appropriately for her class in this first week?
Tutorial 2(a): Identifying students’ affective needs . Mrs Lipman opens the file that the Year 6 teachers compiled at the end of the previous year with some background information on each student. (Appendix A) Whilst she intends to make her own observations on each student, this background information she hopes will alert her to any possible affective issues that she needs to be aware of in order to make the first week a positive experience for each student. She has recently read Damasio’s (1999) book on brain research and agrees with the position that affect precedes cognition. She wants to address students’ affective needs as well as, and in preparation for, addressing their cognitive needs. Of the 25 diverse students in her class, eight students in particular alert her as possibly having specific social and emotional needs that may be related to giftedness. Case study notes : 9. Review the information given about the 8 students identified by Mrs Lipman. Consider what their characteristics, behaviours and needs might be. Add these ideas to the table in Appendix A.
Tutorial 2(b): Student interactions in the first week of school term. Mrs Lipman asks her students to draw, or make, or write about something that is particularly important to them. She tells the students that they have 20 minutes to complete this activity and then they will each present it to the whole class. Lewis appears to be disgruntled & demands to know why they have to do this. She can see that a few of the students are similarly reluctant to comply. She’s sure that this will be an important ‘ice-breaker’ activity and a very useful way for her to find out something about each student’s interests, learning preference and confidence. She reassures the class that she is

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